meeting the needs and aspirations of all students
TRANSCRIPT
Meeting the needs and aspirations of all students
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Up to September 2006
For all
Balanced
Approx. 15%
Most Double Award
Balanced, 20%
Single Award, balanced, 10%
Double Applied, vocational, 20%
Separate Sciences, 20-30%
Alternative courses
KS3
Age 11-14
KS4
Age 14-16 (GCSE)
KS5
Age 16-19
Majority have no
formal science
education post-16
Some AS/A2,
Some vocational
courses, minority IB
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Twenty First Century Science
A new model for KS4 science
Commissioned by QCA in 2000
Piloted in 78 schools from 2003
First students completed courses in 2005
Model forms basis of all GCSE courses from 2006
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Things must be very bad …?
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% Pupils achieving Grades A* - C in Double Science GCSE
44
46
48
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1996 1997 1998 1999 2000 2001 2002 2003 2004
%
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Students’ views
20% people deterred from science because of their school experience
27% among people born between 1980 – 1988
Science in Society, UK Office of Science & Technology 2005
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Students’ views
Strongly disagree (%)
Disagree
(%)
Agree
(%)
Strongly agree (%)
I like school science better than other
subjects43 25 20 11
I would like to become a scientist 58 21 13 8
I would like to get a job in technology 41 25 21 13
Jenkins, E, & Nelson, N.W. (2005) Important but not for me: Students’ attitudes towardsSecondary school science in England. Research in Science & Technology Education, 23(1), 41-57.
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Students’ views
Strongly disagree (%)
Disagree
(%)
Agree
(%)
Strongly agree (%)
I like school science better than other
subjects43 25 20 11
I would like to become a scientist 58 21 13 8
I would like to get a job in technology 41 25 21 13
Jenkins, E, & Nelson, N.W. (2005) Important but not for me: Students’ attitudes towardsSecondary school science in England. Research in Science & Technology Education, 23(1), 41-57.
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“It is clear that the major problems lie at Key Stage 4. Many students lose any feelings of enthusiasm that they once had for science.
If students are to be able to see the relevance of their school science, the curriculum should include recent scientific developments.
Students want the opportunity to discuss controversial and ethical issues in their science lessons, but this happens very rarely.”
House of Commons Select Committee on Science and Technology (2002). Science Education from 14 to 19. List of Recommendations.
Where’s the problem?
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Implications for a new curriculum
A lot of the stuff is irrelevant. You’re just going to go away from school and you’re never going to think about it again.
Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School ScienceCurriculum, London: King’s College
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Implications for a new curriculum
What should we teach?
Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School ScienceCurriculum, London: King’s College
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Implications for a new curriculum
What should we teach?
In art and drama you can choose, like whether you’re going to do it this way or that, and how you’re going to go about it, whereas in science there’s just one way.
Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School ScienceCurriculum, London: King’s College
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Implications for a new curriculum
What should we teach?
How should we teach?
Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School ScienceCurriculum, London: King’s College
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Implications for a new curriculum
What should we teach?
How should we teach?
It’s all crammed in … You catch bits of it, then it gets confusing, then you put the wrong bits together …
Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School ScienceCurriculum, London: King’s College
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Implications for a new curriculum
What should we teach?
How should we teach?
How should we assess?
Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School ScienceCurriculum, London: King’s College
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curriculum
assessmentpedagogy
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Inspiration for a new model
“The science curriculum from (age) 5 to 16 should be seen primarily as a course to enhance general ‘scientific literacy’.”
How can we achieve this, whilst also catering for the needs of future specialists?
Beyond 2000 (1998)
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The school science curriculum has to do two jobs.
It has to provide:
The key problem (Beyond 2000)
Access to basic
scientific literacy
The first stages of a
training in science
for all for a minority
There is an inherent tension between these aims.
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Concern for future scientists
“respondents were concerned that pupils …
… were not enthused by the content of the science curriculum
… could not relate the issues they studied in science to the world around them.
All these issues … were seen to result in declining numbers taking mathematics, physics and chemistry at A-level and beyond.”
Sir Gareth Roberts’ Review (2002) SET for Success: The supply of people with science, technology, engineering and mathematics skills
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Humanities
Mixed
Science & Mathsonly
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“We find much in the analysis in Beyond 2000 with which to agree, but we do not have enough evidence to pass a considered judgment on its detailed recommendations.”
House of Lords Select Committee on Science and Technology (2000). Science and Society, paras. 6.16-6.17
Can a new model work? The pilot …
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Currently
Most Double Award
20%
KS4
Age 14-16 (GCSE)
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The pilot curriculum model
GCSE Science
10%
Emphasis on scientific literacy
for all students
(1 GCSE)
GCSE Additional Science
10%
or
GCSE Additional Applied Science
10%
for many students
(1 GCSE)
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Benefits?
Emphasises that there is a core of science which everyone needs.
Recognises that students are different, and meets a wider range of student needs.
Each course can be designed to be ‘fit for purpose’.
Separate courses makes it easier for students to pick up additional science at a later date, if their aspirations change.
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Aims of the pilot programme
To make school science more attractive– to students, teachers, and parents
To meet the needs and aspirations of all students– relevant to different pathways
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Relevance for different aims
GCSE Science
– ‘scientific literacy’ for everyone
– appreciation of what we are, who we are, our place in the Universe
– useful knowledge for making everyday choices and decisions, and forming a personal viewpoint
– essential beginnings of understanding nature of science
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Relevance for different aims
GCSE Additional Science
– start of training in science
– deeper understanding of science explanations, more abstract concepts
– skills of investigation
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Relevance for different aims
GCSE Additional Applied Science– start of training in science– deeper understanding of some science explanations– practical performance and work-related testing– data collection, precision, reliability
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Teaching for scientific literacy
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Principles for curriculum
Scientific literacy – a course for both:– citizens who will not pursue science– citizens who will become scientists
How do citizens meet science?
What knowledge and skills do they need to deal with this?
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What’s needed to make sense of this?
Some scientific knowledge (Science Explanations):– tools for thinking– the major stories of science
Some knowledge about science itself (Ideas about Science):– the methods of scientific enquiry– the nature of scientific knowledge– the relationships between science, technology and society
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Two foundations
ScienceExplanations
(Breadthof study)
GCSE Science
Ideas aboutScience
(How scienceworks)
Teaching through issues and contexts; but ‘durable’ learning is of Science Explanations and Ideas about Science.
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Science explanations – examples
Chemical change
Materials and their properties
The interdependence of living things
The gene theory of inheritance
Radiation
The Earth
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Ideas about Science
Data and its limitations: reliability and validity
Evaluating evidence for correlations and causes
How scientific explanations are developed: the dynamic nature of scientific knowledge, acceptance of theories
How the scientific community works: peer review
Assessing levels of risk
How individuals and society make decisions about applications of science
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Mobile phones
SE: A source emits radiation. This can affect a receiver some distance away.
SE: When radiation is absorbed it ceases to exist as radiation; usually it simply heats the absorber.
IaS: Explain why it is impossible for something to be completely safe.
IaS: Interpret and discuss information on the size of risks, presented in different ways.
IaS: Explain what the ALARA principle means and how it applies in a given context.
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Putting it all together
ScienceExplanations
Modules Ideas about Science
etc.
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Modules
You and your genes B Air quality C Earth in the Universe P Keeping healthy B Materials C Radiation and life P Life on Earth B Food matters C Radioactive materials P
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Pedagogy for GCSE Science
Engages with contemporary scientific issues:
– relevant and stimulating for students
Much is familiar:– whole class, small group and
individual work– students still do practical
BUT they also have more opportunity to talk, discuss, analyse and develop arguments
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Assessment rationale
Fit for purpose & not repetitive
Examinations– Short objective papers – two sessions in a year
objective questions– ‘Ideas in context’ paper – end of course
holistic understanding pre-release stimulus material
Skills assessment (coursework)– ‘Case Study’
exploring a controversial question– ‘Data analysis’
interpretation and evaluation of first-hand data
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Case Study:Is it dangerous to use sunbeds?
“69 000 more cases of skin cancer each year in the UK.
Over 2 000 people die of skin cancer each year in the UK
Australia has more cases than UK.
UK has more deaths than Australia.”
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Where are we now?
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National curriculum model - 2006
Entry level
GCSE Science
GCSE Additional
GCSE AdditionalApplied Science
GCSE Biology
GCSE Chemistry
GCSE Physics
GCSE Astronomy
BTEC
etc
For all students For most students
and/or
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First awards
First cohort results awarded June 2005:– GCSE Science 6022 students, A*-C 58.4%– GCSE Additional Science 2583 students, A*-C 79.6%– GCSE Additional Applied Science, 2297 students, A*-C 33.8%
In context, national data for England in 2005:– Science (Double Award) A*-C 56.6%– Science (Single Award) A*-C 23.7%– Applied Science (Double Award) A*-C 32.8%
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First awards
First cohort results awarded June 2005:– GCSE Science 6022 students, A*-C 58.4%– GCSE Additional Science 2583 students, A*-C 79.6%– GCSE Additional Applied Science, 2297 students, A*-C 33.8%
In context, national data for England in 2005:– Science (Double Award) A*-C 56.6%– Science (Single Award) A*-C 23.7%– Applied Science (Double Award) A*-C 32.8%
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Additional data from …
Questionnaires completed by 40 Pilot school teachers at the end of the first year
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Teachers’ views Number of teachers
Much better 6
Better 21
Same 7
Worse 4
Much worse 1
Teachers’ views of students’ response
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Teachers’ views of students’ response
[Students’ interest is] Greater because of what’s happening in the news now.
Most pupils are enthused about [the course] and its ethical up to date approach and take more interest …
More interest especially in science issues and will often comment on stories in the media. Engagement real, as opposed to often tacit with traditional courses.
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Is the GCSE Science course successful in improving students’ general scientific literacy?
Teachers’ views Number of teachers
Very successful 9
Successful 26
Neutral 2
Unsuccessful 1
Very unsuccessful 2
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Positive aspects (teachers, n=40)
Aspect Number of teachers
Everyday relevance of content, up to date, links to science in the media
23
Computer-based resources provided 18
Use of Case Study, inclusion of ethical issues, links to citizenship, opportunities to discuss and debate, develops critical thinking
15
Less emphasis on factual content, more emphasis on Ideas about Science
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Good practical activities, better coursework tasks 6
Layout and style of textbook 4
Range of learning styles and skills required, encourages independent learning
4
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Positive aspects (teachers, n=40)
Aspect Number of teachers
Everyday relevance of content, up to date, links to science in the media
23
Computer-based resources provided 18
Use of Case Study, inclusion of ethical issues, links to citizenship, opportunities to discuss and debate, develops critical thinking
15
Less emphasis on factual content, more emphasis on Ideas about Science
14
Good practical activities, better coursework tasks 6
Layout and style of textbook 4
Range of learning styles and skills required, encourages independent learning
4
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Challenges identified by teachers
Aspect Number of teachers
Language demand of resources, not enough differentiation for weaker students
24
Demand on students to reason, debate; managing such activities in class
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Fitting everything into time available; finding way around new resources; recognising what is essential for exam success
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Less practical work 11
Being part of a pilot, getting materials at short notice, preparing for new activities
9
Activities that don’t engage some students, specific topics or modules named as difficult
4
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Challenges identified by teachers
Aspect Number of teachers
Language demand of resources, not enough differentiation for weaker students
24
Demand on students to reason, debate; managing such activities in class
15
Fitting everything into time available; finding way around new resources; recognising what is essential for exam success
13
Less practical work 11
Being part of a pilot, getting materials at short notice, preparing for new activities
9
Activities that don’t engage some students, specific topics or modules named as difficult
4
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End of year 2 (n=51)
Teachers’ views of: More +ve
Same Less +ve
n.r.
The new model 23 20 1 7
The scientific literacy course
26 20 4 1
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Revision following pilot
During the pilot worked with teachers to:
– revise specifications: amount of content, appropriate level (both Science Explanations & Ideas about Science)
– differentiate textbooks
– develop some activities with a lower reading demand
– add more practical activities where needed
– ensure coursework assessment is manageable
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External evaluation studies (2006)
Development of students’ understanding of some key Science Explanations and Ideas about Science
Changes in students’ attitudes to science and to school science:
– in both cases, compared to students following the ‘normal’ science programme
Classroom practices and teaching approaches– principal challenges for teachers, and CPD needs
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Supporting teachers
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The key element
Pupils expressed a keen interest in a range of contemporary scientific or socio-scientific issues.
Both pupils and their parents felt that teachers and their style of teaching were very important determinants of pupils’ interest in the subject.
Pupils’ and Parents’ Views of the School Science CurriculumOsborne & Collins, King’s College London, 2000
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Teacher support
Resources– lesson plans– activities & teacher guidance– ICT resources– textbooks– website discussion forum– regular newsletters
Training– residential courses– assessment courses– support officer visits
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Science Learning Centres
National Science Learning Centre (York)– opened Nov 2005– £26 million (Wellcome Trust)– residential courses, focus on pedagogy, contemporary science
Regional Science Learning Centres– opened 2003/2004– 8 regions across England– £25 million (DfES)– day courses, focus on pedagogy
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Lessons from the pilot
Changing the curriculum model: More than one course new for many schools ‘Over-teaching’ in GCSE Science Change of style/emphasis between courses New criteria for internal assessment
Managing choice: Curriculum planning – options Informing parents and students Supporting students’ choice Informing post-16 providers – progression
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Lessons from the pilot
For some, expanding teaching and learning activities: Exploring ‘How science works’ Discussion, argumentation skills for ‘How science works’ Supporting ‘freedom’ in Applied, extended problem-solving? New internal assessment – moving away from Sc1
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What do teachers say?
“It’s what I feel I should be teaching.”
“Our Year 11 (age 16) students are feeling increasingly positive about science.”
“The most stimulating, exciting and rewarding time I have experienced in teaching.”
“Our first cohort results are excellent.”
“Thanks to everyone who gave us the opportunity to try this exciting, dynamic, and thoroughly relevant suite of courses.”
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Scientific literacy activities
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What are the learning objectives?
How are these activities similar / different to current teaching?
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Hayfever
When given data relating to affect of air quality:
– can give an example from everyday life of a correlation between a factor and an outcome
– can explain why a correlation between a factor and an outcome does not necessarily mean that one causes the other
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Whales
When provided with additional data can draw valid conclusions about the implications of given data for a given theory, for example:
– recognises that an observation that agrees with a prediction (derived from an explanation) increases confidence in the explanation, but does not prove it is correct;
– recognises that an observation that disagrees with a prediction (derived from an explanation) indicates that either the observation or the prediction is wrong, and that this may decrease our confidence in the explanation
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Main contacts
Jenifer Burden, University of York– [email protected]
Project website: – www.21stcenturyscience.org
Publisher website:– www.twentyfirstcenturyscience.org